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Article
Compiti umani e sociali dell'educazione spontanea
Publication: La Sorgente
Date: 1950
Pages: 43-44
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Language: Italian
Book Section
A Step Forward Towards the Future: The Social Party of the Child
Book Title: Citizen of the World: Key Montessori Readings
Pages: 65-72
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Abstract/Notes: This essay was originally published in The Theosophist vol. 62, no. 8 (May 1941): p. 105-111. It was also published in AMI Communications.
Language: English
Published: Amsterdam, The Netherlands: Montessori Pierson Publishing Company, 2019
ISBN: 978-90-79506-44-6
Series: The Montessori Series , 14
Book Section
I socialisti e Maria Montessori
Book Title: Educazione e socialismo in cento anni di Storia d'Italia (1892-1992): atti del 7. Convegno nazionale del CIRSE, Ferrara, 5-7 novembre 1992
Pages: 63-72
Società Umanitaria (The Humanitarian Society)
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Language: Italian
Published: Ferrara: Corso, 1993
Article
La personalità sociale del bambino
Publication: L'Educazione nazionale: organo di studio dell'educazione nuova
Date: 1922
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Language: Italian
Article
Social Life of the Zone; Mrs. Harrison's School
Available from: Newspapers.com
Publication: Canal Record (Ancon, Panama)
Date: Jun 25, 1913
Pages: 374
Americas, Central America, Latin America and the Caribbean, Panama
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Abstract/Notes: Mrs. W. S. Harrison's school for little children, which has been conducted in Cristobal Union Church since last October, will close on Friday, June 27...
Language: English
Article
Toward the Ultimate Goal of Peace: How a Montessori Educationat the High School Level Supports Moral Development through Study and Social Life
Publication: Whole School Montessori Handbook
Date: 2015
Pages: 427–446
Americas, Montessori method of education, Montessori schools, Teacher training, Teachers, United States of America
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Language: English
Book
Multifaceted Strategies for Social-Emotional Learning and Whole Learner Education
Available from: IGI Global
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Abstract/Notes: With the turmoil and conflict that has been present in recent times, it is imperative that new methods of teaching are explored in order to produce emotionally secure and connected individuals. Social-emotional learning and whole learner education has emerged as a strategy to ensure that students are actively engaged in learning, the school, and their community. It teaches them tactics that allow them to better manage their emotions, maintain positive relationships, and make responsible decisions. It is imperative that the whole learner is supported and encouraged to ensure proper mental health, academic achievement, and social responsibility of current and future generations. 'Multifaceted Strategies for Social-Emotional Learning and Whole Learner Education' is a critical research publication that supports teachers who wish to utilize these teaching theories to meet their students’ needs academically, socially, and emotionally and to ensure that they become lifelong learners. Highlighting topics such as adult learners, professional development, and culturally responsive education, this book is ideal for teachers, guidance counselors, researchers, academicians, and students who want to improve their understanding of learners and their social-emotional growth at various stages of learning, to find strategies that will assist in the development of any learner, and to find strategic models that promote lifelong learning.
Language: English
Published: Hershey, Pennsylvania: IGI Global, 2021
ISBN: 978-1-79984-906-3
Report
The Children's House Manual: A Guide to the Social System, Physical Environment and Instructional Strategies of an American Montessori Public School
Available from: University of Connecticut Libraries - American Montessori Society Records
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Language: English
Published: Cincinnati, Ohio, 1977
Book Section
Curricula are Social Processes
Available from: Taylor and Francis Online
Book Title: Schooling, Ideology and the Curriculum
Pages: 153-167
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Abstract/Notes: During the 1960s a number of curriculum innovations were presented to schools: French for primary schools; Nuffield science; Mathematics for the Majority; the Humanities Curriculum Project and Man, a Course of Study (MACOS). Those who were given, or took upon themselves, the task of disseminating these innovations soon became aware that curriculum content was inextricably linked to the social processes of interaction between teachers and between teachers and pupils. The implementation of a new curriculum subject implied more than merely a change in what was taught, it also implied a change in social relationships. Hamilton 2 expressed it in these terms:the introduction of integrated studies is not merely equivalent to introducing a new syllabus but implies a radical change of emphasis in the organisational context and thinking of secondary education . .. simple questions of content cannot be separated from complex questions of grouping children by ability, from questions of 'responsibility' and authority, or, even from questions of school democracy.
Language: English
Published: London: Routledge, 2012
ISBN: 978-0-203-12886-2
Master's Thesis
The Extent That Montessori Programs Contribute to Students' Academic and Social Gains and How Montessori Programs Differ from Traditional Programs
Available from: Google Scholar
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Abstract/Notes: The purpose of this paper, through a review of current research, is to compare and contrast the Montessori Method and traditional programs and to identify the extent of the social and academic benefit from each. Researchers have found that there are some academic advantages to both programs. However, the academic gains that a child makes in traditional prekindergarten programs appear to diminish as the child gets older. Socially, children who have attended Montessori programs appear to enjoy school and have better relationships with peers and teachers than those in traditional program. An important thing to note is much of this research is inconclusive because of sampling bias due to study design. It is my recommendation that some of the aspects of Montessori education be incorporated into the traditional programs and that this continue as a supplement to the regular school day. Perhaps if students continue to be provided with additional support as they are in prekindergarten, the academic gains experienced as a result could be longer lasting.
Language: English
Published: Marquette, Michigan, 2009